1. An introduction to Dyslexia: impacts on learning Jan Stevens Senior Lecturer Senior Disability Advisor (Dyslexia) Tel. ext 4528

2. Today's session What is dyslexia? How does it impact on learning

3. Dyslexia – what is it? Describes a different kind of mind - often gifted and productive - that learns differently Each dyslexic person experiences their difficulties in different ways Problems emerge, and are particularly observed by others, in reading, spelling, writing BUT - it's not just these areas that are affected - can also affect speaking, listening and organisational skills

4. Cognitive processing Memory Information processing speed Phonological awareness

5. Impact of dyslexia on acquisition of knowledge Dyslexia is a receptive and expressive language processing weakness It impacts on ◦ information that comes in (received) ◦ how it is organised (stored) ◦ how it is retrieved (expressed)

6. Working memory The ability to hold information relating to tasks in memory; may be highly sequenced or require many operations. The basic skills of reading, reading comprehension and spelling make considerable demands on working memory. Reading comprehension is particularly reliant on working memory, as it requires the ability to hold words and phrases in memory whilst simultaneously decoding other words to establish meaning.

7. Working Memory task 6G116 G 68 I 4E468 E I C73G6B367 BCG I 83D41A1348 AD I

8. Working memory An inefficient working memory impacts on 'both verbal and written communication as well as on organisation, planning and adaptation to change (McLoughlin et al., 2002)

9. Dyslexia cont.... So - it's not that a person with dyslexia can't read or spell - mostly they can, but they lack AUTOMATICITY in these skills, due to: Short-term Memory (storage) Working memory (processing) Organisation Weak phonological skills

10. Common 'Symptoms'  Short-term/rote memory  Reading  Spelling  Written expression  Handwriting  Grammar  Use of vocabulary – word retrieval  Concentration including listening  Pronunciation  Organisation  Sequencing – of information, time.  Mathematics

11. Come on, hurry up! Addysgu Mae gwaith yr Uned Dyslecsia yn ymesten dros ardal eang Gogledd-Orllewin Cymru, a'r rhan helaethaf ohoni'n wledig. O ganylniad, nid yw'r Uned yr cynnal canoflan addysgu. Mae ganndi swyggfeydd ac ystafelloedd at ddefnydd athrawon, ond addysgir yn bennaf mewn ysgolion neu leoedd eraill.

12. Copying Several skills involved ◦ Reading fluency and automaticity ◦ Reliable working memory ◦ Accurate tracking along the line ◦ Accurate spelling These skills tend to be inefficient for dyslexic students

13. Part of the Challenge 40% of dyslexic students at University are identified as dyslexic whilst on their courses.

14. Why? Dyslexia bears no relation to intelligence Often because they have developed their own coping strategies which have previously worked well Course demands – additional reading and writing increases anxiety and causes these strategies to break down more quickly Can happen at anytime during their course. Fear of finding out

15. Coping mechanism: remediation  Many mature students are "well remediated"  Are able to cope at challenging levels and tasks  Skills still fragile when facing new work  Weak automaticity

16. Cycles and Self Esteem Anxiety - Stress -Panic Tiredness - Frustration - Anger Low Self Esteem

17. Those little words........ Extract from an exam paper on Computer Programming "The following constants have been declared as global to the whole programme."

18. What the student read...... "The following constraints have been declared as global to the whole programme."

19. Dyslexic strengthsDyslexic strengths creative divergent holistic problem solver good in groups confident vocal strong orally determined resilient motivated resourceful

20. Inclusive Practice Reasonable Adjustments ◦ will always need these, but….. An Inclusive Practice approach ◦ helpful for all students